​My journey started in the classroom as a humanities and French teacher, where I quickly discovered that technology could either be your best friend or your most spectacular enemy - sometimes within the same lesson. These days, I'm Director of Digital Transformation at one of the UK's leading independent schools, which is a fancy way of saying I help educators figure out how to use shiny new tech without losing their minds or their students' ability to think.

​

I have a Master's in Smart EdTech and Co-Creativity, during which I had the brilliant idea to research how kids actually think when they're using AI. This involved convincing schools in Italy and China to let me observe their students, which led to presentations at academic conferences and the delightful discovery that children are far more sensible about AI than most adults.

​

When I'm not wrestling with the latest EdTech trend, I'm probably writing my weekly newsletter for ~2000 educators who somehow trust my opinions, running my "Thinking with AI" course for schools brave enough to embrace cognitive partnership, or speaking at conferences about why we should stop panicking about AI and start getting clever with it instead.

Or, you know, writing a book about it all!

​

I mentor EdTech colleagues globally, mainly by reminding them that just because something involves artificial intelligence doesn't mean we need to abandon human intelligence. Revolutionary concept, I know.

​

My superpower? Translating academic research into practical classroom strategies that actually work in the real world - you know, when the WiFi fails at crucial moments and students ask brilliantly inconvenient questions.

 

My litmus test for any EdTech tool:

​

1. Does it deepen learning?

2. Does it lift attainment?

3.  Does it protect wellbeing—for students and teachers?

 

If a tool can’t tick at least one of those boxes, I’m not interested.